seven levers for higher & deeper learning research-based guidelines and strategies a keynote...

Seven Levers for Higher & Deeper LearningResearch-based Guidelines and Strategies

A Keynote Session at the

University of Guelph’s 27th Annual Teaching & Learning Innovation Conference

30 April 2014

Tom AngeloAssistant Provost and Director

Center for the Advancement of Faculty ExcellenceQueens University of Charlotte, NC

thomas.a.angelo@gmail.com

Page 3 –

Background Knowledge Probe

Please answer each question regarding Canada, the Ukraine, and Syria.

Guessing is encouraged!

Tom Angelo thomas.a.angelo@gmail.com

230 April 2014

A “Balcony” Question

If you participated actively:

Are you more interested in finding out the answers to these questions than you were a few minutes ago?

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 3

Students’ prior knowledge and beliefs are among the most powerful influences on their learning – positive or negative Consequently, assessing that prior knowledge can provide powerful leverage

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 4

5

Applications Card – p. 10

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 5

6

Page 2

Six Dimensions of Higher Learning Outcomes

% Then? % Now?____ Factual Learning _________ Conceptual Learning _________ Procedural Learning _________ Conditional Learning _________ Reflective Learning _________ Metacognitive Learning _____

100% 100%

Page 2

Six Dimensions of Higher Learning Outcomes

Metacognitive

Reflective

Conditional

Procedural

Conceptual

Factual

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 7

Which of those six dimensions needs and deserves the most

focus if we aim to foster:

Critical thinking? Problem-solving?

Professional practice?

Page 4

Collaborative Learning Technique

Think-Pair-Share

This is a “Low-Threshold Application”•Low complexity – easy to use•Low cost – in time and effort•Low risk – to teachers or learners•Relatively high ROI (Return on Investment)•Potentially worth adapting?

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 9

Page 5

Plus-Minus-Question Mark

Please mark each item on the list with a plus sign, minus sign, or question mark

• Use the plus ( + ) if you understand it

• Use the minus ( – ) if you do not understand it• Use the question mark (?) if you’re unsure

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 10

A “Balcony” Question

If you followed directions:

Did you read and think about the list on page 5 any differently than you would have if you had simply been asked to “read it”?

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 11

Page 12

[Draw your own Teaching-Learning-Assessment Pyramid on page 12.]

What percentage of your course/program’s curriculum can students . . .

12

Learn best only from the faculty? -------------------------------- Learn best from more experienced UG and graduate students?------------------------------------Learn best from workingin structured groups/teams?----------------------------------------Learn best by teaching themselves?

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 12

“It’s not what we do, but what students do that’s the important thing.”

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Edition.Berkshire: McGraw-Hill, p. 19.

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 13

14

HOT HIPs!

Higher Order Thinking can be promoted effectively through

High-Impact Practices

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 14

HIPs – High-Impact Educational Practices

• First-Year Seminars and Experiences• Learning Communities• Collaborative Assignments and Projects• Undergraduate Research• Diversity/Global Learning• Service Learning/Community-Based Learning• Internships/Co-ops• Capstone Courses and Projects• Writing-Intensive Courses

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 15

16

What makes these HIPs so HOT?

• High expectations• Explicit direct instruction• Metacognitive scaffolding• Effective feedback• Deliberate practice• Focused collaboration

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 16

Page 6 –

A Quick Diagnostic Quiz – Part I

Please circle the best option in response to each question.

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 17

18

Page 7 –

A Quick Diagnostic Quiz – Part II

Review your responses and self-assess your level of knowledge regarding each.

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 18

Page 8

A Detailed Assessment/Grading Rubric

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 19

“From the student’s point of view, the assessment is the curriculum.”

Paul Ramsden

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 20

Page 9

Course/Teaching Feedback

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 21

22

Applications Card – p. 10

Interesting Possible

IDEAS/TECHNIQUES APPLICATIONS

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 22

The Parking Lot Test

As you’re walking to your car in the lot after this session, if a colleague who didn’t attend asks you what you got from the session, what would you say?

The next slide is one way to prepare for that “parking lot test.”

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 23

What, Why and HowChoose one of your possible applications from page 10.

Prepare to answer the three questions below about that specific application:

• What is it?

• Why do you think it might be useful?

• How do you think you might use it?

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 24

Please complete the session evaluation

on page 13.

Thanks for your attention and participation

Tom Angelo thomas.a.angelo@gmail.com

30 April 2014 25